Recommendation 29

Without large-scale, objective data, our understanding of the attainment and outcomes achieved by EHE children remains largely anecdotal. Despite assurances from the EHE community, we therefore cannot be sure that all EHE children get an education ‘suitable’ to prepare them for the next stage of their lives. Children’s voices are lacking from research. We understand that assessment is more challenging territory than simply understanding who is being home-educated and why. Home educators told us that assessment was stressful for some children, especially those who have come to EHE precisely because a formal system does not work for them. We heard that EHE children might take exams such as GCSEs on a different timetable to their schooled peers, and that some who initially struggled with reading or writing went on to excel when allowed to go at their own pace. Furthermore, exams are not the only measure of positive educational or life outcomes. However, we expect that, as a minimum, home-educated children must have equity of access to the next stage of their education, work or training. All EHE children should have the opportunity to take GCSEs, A-Levels and vocational exams as appropriate.